西藏民族学院防范校园传教工作探究

防范校园传教工作是民族高校工作的一项重要工作。随着科技的发展和时代的进步,校园传教也呈现出新的特点和手段,本文在问卷调查的基础上总结了校园传教的主要途径,提出了防范校园传教的方法。高校应该在充分认识到校园传教危害的基础上制定相关政策,防范校园传教,维护校园的和谐稳定。     

故乡何处是——刘皂《旅次朔方》赏析

<正>旅次朔方刘皂客舍并州已十霜,归心日夜忆咸阳。无端更渡桑干水,却望并州是故乡。这是唐代诗人刘皂创作的一首七绝。此诗写诗人离开家乡后长期客居并州,又北渡桑干河时的感受,表达了作者对家乡的思念以及对自身命运无可奈何的惆怅之情。全诗语言质朴,情感真挚,未用任何渲染之笔着意描写,而是以倾诉的方式直抒胸臆,具有强烈的艺术感染力。诗的前两句写久客并州的思乡之情。     

吕布负义的心理需求

丁原只会做伯乐 吕布是三国时的一员猛将,"骁勇善战,在并州当差",用现在的话说,就是并州地区的一个警察.     

清末民初传教士“医学传播”的方式与影响

清朝末年,西方传教士在传教的过程中,也将西方的医学传入中国,并利用“传医”获取国人的信任,方便其“传教”活动。同时这种“传教”活动,也促进了医疗事业的进展,并从沿海逐步深入到内地,给中国近代医学事业带来了深刻的影响。从四个方面分析传教士在中国的“医学传播”活动,提出“传医”与“传教”的关系,及传教士在中国医学领域里所产生的影响。     

基督教新教早期在华“医药传教”剖析

面对近代中国严峻的政治形势和森严的文化壁垒,以马礼逊、郭士立、伯驾等人为主要代表的早期来华传教士,在长期实践、探索过程中,逐步总结出一种以向当地居民提供义务性医疗服务为主要内容,以协助传教活动为最终目标的传教模式和理论,即"医药传教"。"医药传教"是基督教海外传教活动与近代中国社会相结合的历史产物,它的形成和发展对基督教在华传教事业以及近代中国社会都产生了深远的影响。     

外科医生

有医者,自称善外科。一裨将阵回,中流矢,深入膜内,延使治。乃持并州剪,剪去矢管,跪而请谢。裨将曰:"镞在膜内者须亟治。"医曰:"此内科事,不意并责我!"(选自明·江盈科《雪涛小说》)【注释】[1]裨将:副将。[2]流矢:乱箭。[3]并州:古州名。相传大禹治水,划分域内为九州。据《周礼》《汉书地理志》等书记载,并州为九州之一。其地约当今河北保定和山西太原、大同一带地区。据《舆地广记》记载,周并州包括今山西全境和河北、内蒙古部分地区。[4]镞:箭头。     

近代英国圣公会在浙江的传教活动

英国圣公会于鸦片战争后派遣传教士来浙江传教,此后浙江便成为英国圣公会在华传教的发轫地区。英国圣公会传教士在浙江开展布道、学校教育、医疗等活动,其传教活动对浙江近代社会和文化生活都产生了重要影响。本文从检索史料入手,首次系统地对英国圣公会在浙江百年的传教活动进行梳理。     

新时期校园传教现状分析及防控对策研究

近年来,校园传教活动有抬头之势,境外敌对势力企图通过宗教渗透手段"俘获"校园师生,进而颠覆社会主义制度。本文依托辽宁省8所高校宗教信仰调查问卷的一手数据,归纳校园传教活动现状和走势,分析校园传教屡禁不止的原因。在此基础上,提出加强党委统筹领导、创新教育思路方法、完善沟通帮扶机制三大举措,以期为高校育人工作和民族复兴伟业做出基础性贡献。     

从《百年前的云南彝族》看保禄·维亚尔在云南彝区的传教活动

《百年前的云南彝族》中记载了清末民初法国天主教传教士保禄·维亚尔进入云南,在石林县彝族聚居区从事天主教传教的一系列活动。对他传教活动要一分为二地客观分析,尽管他传教活动属于法国殖民活动的一个组成部分,但在当时特殊的历史背景下,他在彝区传教活动仍有一些进步意义,他对当时彝族文化的记录和调查资料,成了珍贵的民族志资料,还将彝族文化介绍到西方,推动了彝族文化在国外的宣传。     

耶稣会在华传教政策与中国形象

在将近二百年的传教历程中，耶稣会在中国采取适应性传教政策。并向欧洲传递了一个近乎完美的中国形象。传教政策是其中国形象的主观出发点。中国形象的选择与传递受到传教政策的制约，并始终为传教服务。     

School disciplines,social representations,and the construction of the didactics of history,geography, and civics

The author presents a concept of the didactics of history, geography, and civics that seeks to link, through a single dynamic, the civic, political, and social goals of school knowledge with everyday classroom practice and pupils' learning. Two concepts occupy the heart of this construction: those of school disciplines and social representations. The concept of school disciplines addresses the fact that school knowledge is a creation of the school, designed to enable it to achieve the social goals it is assigned. A school discipline is thus a particular combination of goals, content (in the form of shared knowledge), methods, and practices. The concept of social representations is a tool serving to analyze knowledge as theories of the natural and social world, its production, and its reception by the different actors involved.     

Kierkegaard,musical performance,and the relation and differentiation of the sexes

This paper is a critical evaluation of what is believed by the author to be Kierkegaard's subjective, ambivalent, and arbitrary stereotyping of women. In particular, the paper examines the Kierkegaardian notion of equality, essential feminine characteristics, and finitude. The result is an attempt to apply Kierkegaard's ideas to those issues pertaining to inequality in musical performance; as well, a plea is made for the demystification of the notion of woman as whore or Madonna.     

Cowan,Whiteness, Resistance to Brown,and the Persistence of the Past

In this paper, I examine the use of litigation as a strategic tool of resistance for thwarting school desegregation. Utilizing Cowan v. Bolivar County Board of Education as a case study, I argue that, despite losing the constitutional right to racially segregate public schools according to an explicit white supremacist doctrine, whites in Bolivar County, Mississippi, were successful in stemming the impending tide of social change associated with school desegregation through litigation. Litigious resistance not only provided southern whites with a racially moderate epistemology for undermining school desegregation regionally, but their legal challenges to school desegregation also laid the groundwork for non-southern white animus toward all federal education policies that promoted racial inclusion.     

Plato, Dewey, and the Problem of the Teacher's Authority

ABSTRACT An examination of contemporary publications in the philosophy of education reveals that the authority of the teacher is being eroded. As teachers derive their authority from the democratic state and its compulsory education laws, the undermining of their authority indicates the undermining of the authority of the democratic state and its laws. A comparison between Plato and Dewey from this point of view reveals that this state of affairs is the upshot of the collision between the principle of authority and the principle of liberty, and that this collision constitutes the basic problem of democracy as well as of education for democracy. The challenge to contemporary education is consequently that of exploring ways leading to the rehabilitation of the authority of the teacher.     

Femininity,science, and the denigration of the girly girl

Hyper-femininity and the construction of the ‘girly girl’ label have been documented widely, but there has been less attention to their content (or any distinctions between these constructs). Indeed, it can be argued that the content of femininity remains a controversial and somewhat under-researched topic in feminist scholarship. This is also the case in relation to science, which has been widely characterised as a masculine terrain, but there has been less attention to why femininity is excluded from/by science. This article attempts to unpick some of these issues, with a particular focus on the construct of the ‘girly girl’, in relation to access to science. Drawing on qualitative data from the Economic and Social Research Council-funded ASPIRES 2 project, we analyse the discourses used by young people and parents in discussion of ‘girly girls’ and physics. We show the misogynist and excluding discourses projected onto the ‘girly girl’, and indeed that are used to interpolate femininity more broadly. We found that in discussions of science and (hyper-)femininity, even potentially positive feminine attributes were denigrated. Hyper-femininity was produced as ‘more than lack’: vacuous, but also a risible presence. In reflecting on our findings we consider whether femininity may be more derided in some discursive contexts (e.g. science discourse) than others, and whether femininity can or should be conceived as more than lack.     

Community Colleges,the Media,and the Rhetoric of Inevitability

Community college practitioners frequently bemoan negative or stereotypical representations of community college students and community college life in general in the popular media. Saturday Night Live skits and satirical news reports in The Onion enjoy poking fun at community colleges, while mainstream news outlets often fail to challenge stereotypes of community colleges as lacking academic rigor. Those frustrated by these portrayals should know that the press overwhelmingly lauded 2 year colleges during the early decades of the “junior college” movement. Such reporting celebrated the new institutions' missions, and praised their speedy growth as components of public education. In fact, the press often implied that these new campuses reflected an inevitable step in the evolution of American higher education. This paper analyzes media reports about public 2 year colleges (at the time called junior colleges) published during the 1920s and 1930s. The term junior college is used in this historical review since the term was common during the era in question.     

主位理论、主位推进模式与翻译

借助功能语言学主位和主位推进模式有关理论来分析语篇的衔接、信息分布、连贯、语篇发展以及译者如何利用这些分析结果充分解读翻译源文,在以语篇为翻译单位时,采取何种相应的翻译对策,生成在功能和效果上与之相当的目的语语篇。     

Social and ethical dimension of the natural sciences, complex problems of the age, interdisciplinarity, and the contribution of education

In view of the complex problems of this age, the question of the socio-ethical dimension of science acquires particular importance. We approach this matter from a philosophical and sociological standpoint, looking at such focal concerns as the motivation, purposes and methods of scientific activity, the ambivalence of scientific research and the concomitant risks, and the conflict between research freedom and external socio-political intervention. We then point out the impediments to the effectiveness of cross-disciplinary or broader meetings for addressing these complex problems and managing the associated risks, given the difficulty in communication between experts in different fields and non-experts, difficulties that education is challenged to help resolve. We find that the social necessity of informed decision-making on the basis of cross-disciplinary collaboration is reflected in the newer curricula, such as that of Greece, in aims like the acquisition of cross-subject knowledge and skills, and the ability to make decisions on controversial issues involving value conflicts. The interest and the reflections of the science education community in these matters increase its—traditionally limited—contribution to the theoretical debate on education and, by extension, the value of science education in the education system.     

魏晋南北朝隋唐时期民族史观的演变

魏晋南北朝隋唐时期是中国历史上民族史观发生突出变化的历史阶段。这种变化从它的历史形式来说,体现在民族观与民族政策等方面;从史学形式来说,则在史家的主体认识、史书的编撰思想中得到了更为具体、深入的体现;在民族理论问题上,正反两方面的理论总结,成为历史形式与史学形式相结合的产物,并勾勒出这一时期民族史观演进的大致轨迹。